MPA: In The Know
November 12th 2018
Be GLAD
Absences
Professional Hours
BHS: 8-4 or 9-5
NCHS 8-4
MSHS 8-4
Chris: 2147380650
Karen: 4699192595
Natalie: 9725716091
Lonnie:4692222184
Walkthroughs
Chris
Lesson Plans
Math
We will(know):
simplify numerical expressions that do not involve
exponents, including up to two levels of grouping
I will(show):
How to solve expressions and equations practice
Vocab Instruction:
Cognitive Content Dictionary (CCD)
“Expression”
Anchor Chart/Resources:
Expressions and Equations Step by Step PowerPoint English and Spanish (make sure you download the PowerPoint - Do not open in Google Slides)
Lesson:
Teacher Note:
Spiral: Super Speed Math (Addition and Subtraction) and a word problem
Throughout the activities, expose students to the various ways of representing multiplication
For example: 3 x g = 21 can also be written written 3g = 21; 3(g)=21; 3 ⦁ g = 21
Understanding expressions booklet
Step-by-Step PowerPoint:
Use this PowerPoint to help guide students as they represent and solve word problems using expressions and equations.
Students will work with a partner (or in a small group) as they follow along with the problems presented in the PowerPoint.
Engage (FGSPT): “How can information be organized to make it easier to form an equation?” (strip diagrams, list, etc.)
“How is the order that numbers appear in a word problem related to the order that they should be written in the equation?”
Reading
Reading
We will explore text features.
I will identify and locate text features in a selection
Writing
We will write informational stories about a topic of choice.
I will use a graphic to prewrite an information text about myself.
Vocab Instruction:
-Anchor Chart Creation
-Students Anchor Charts in Reading Journal
Anchor Chart/Resources:
-Spelling Words Week 9 Anchor Chart
-Sight Words Week 9 Anchor Chart
-Chart Paper
-Fountas & Pinnell Phonics, Spelling & Word Study:
Unit Lesson#25 WSA 3
-Mentor text of teacher’s choice or https://www.youtube.com/watch?v=Q5UYmVcj8WA
-Mentor Text comprehension questions (teacher resource packet wk#9)
-Student Text Features Anchor Chart
-Text Features labeling
-Nonfiction Student Reader- Dolphins
-Reading Journal
-Guided Reading Stations (optional)
-ITime Stations (optional)
-All About Me prewriting graphic organizer
-Student writing word all book
Reading:
-Review Week 9 Sight Words/High Frequency Words: very, who, yes, any, our
Students can work in partners to test one another with their flashcards.
Review expectations such as voice level and procedures (taking turns)
Sign language teaching
-Review spelling words for the current week 9:
top, drop, plop, spot, stop, hot, not, got, jog, log
Bonus: subtract
Play SPARKLE
-The Fountas & Pinnell Phonics, Spelling & Word Study:
Unit Lesson#25 WSA 3
-Focus Poetry:
Monday’s Poem, read whole group
Identify verbs
-Text Features
Prior to lesson create Text Feature Anchor Chart with pictures of features- Teacher resource packets contains pictures to cut and use for A/C
Review Author’s Purpose and Fiction and Nonfiction Anchor Charts from current week
Students will glue the student Text Features in their Reading Journal
Gather students together on the rug. Review the differences between fiction and nonfiction texts with the students in a brief conversation. Examples might include: Fiction is imaginary and nonfiction is about something real, you learn facts from nonfiction, etc.
Ask them if they know what a picture walk is. Have a brief discussion about what a picture walk is and why you might do one before reading a book. Answers might include: learn what the book is about, predict what will happen or what they will learn, ask questions that include the who/what/where of student nonfiction reader, Dolphins
-Nonfiction Student Reader, Dolphins Explicit instruction/ Teacher modeling
Show students the nonfiction student reader
Slowly flip through the nonfiction text, pointing out text features on each page. Point out the table of contents, photographs or pictures, labeled diagrams, headings, and bolded words.
As you point out each feature, explain to students what it is and ask them why it might be useful. For example, a bolded word signifies something important and can be found in the glossary at the back of the book.
-Text Features Labeling:
Complete whole group
Write the nonfiction text features you find
Draw a line to match the feature to where you found it in the text
-Independent Reading:
This 30 minute independent reading time may be incorporated into Guided Reading stations
-Guided Reading/Work Stations (30 minutes):
2nd 6 weeks: Remind students of procedures and expectations (teacher time is special and 3 before me)
Continue to reinforce routines, procedures, and expectations learned in the previous weeks.
Introduce stations as you feel comfortable based on your class ability.
You may want to actively monitor groups to ensure you will be able to pull a small group at this time.
Observe and Report
Translation Services
Translation (on paper) Interpretation (speaking)
Go to the INTRANET on the GISD webpage.
Click departments/programs at the top
Click on student services
At the bottom of the left column you will see REQUEST TRANSLATION OR INTERPRETATION SERVICES (click)
Click log in to request service
You will login using your GISD login (no @garlandisd.net)
You will then fill in the information you are required to fill in (you will need student ID)
You should always select Language Line Service (will be done over the phone)
Once the request has been submitted, you will get an email verifying that the request has been approved. You will get instructions on how to make the phone call.
This is a great tool that we can use to conference with parents. I hope you are as excited about it as I am!
Capturing Kids Hearts TIP
Now that your Social Contract is in place, let’s look at how Good Things are going.
Reflective Question:
Are you doing Good Things at the beginning of your class?
Tips:
- Model it.
- Share a Good Thing about yourself. More is caught than taught.
- Make it a statement - not a question.
- For Example: Instead of saying: “Julie, do you have something good today?” say “Julie, tell me something good.”
- Show interest.
- Ask follow-up questions to show excitement about students’ Good Things.
- Change it up.
- Instead of saying, “Tell me something good.” say “Today, I want you to tell me about a moment you felt really proud of yourself.”
- Or, have students pair share and then share their friend’s Good Thing for them.
- Keep it quick.
- Use a timer to help you stay around 3 to 5 minutes.
As your group grows, students will be more comfortable with sharing Good Things. Thanks for investing in your students!